American High Schools Can Be World Class

Chalker, Donald M.; Haynes, Richard

doi:10.1080/00098659909599622

Cited by 2 publications

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“…The Taiwanese culture values mathematics; however, Taiwanese students, according to Tsao, learn mathematics because of fear of punishment rather than having a strong interest in mathematics. Chalker, Haynes, and Smith (1999) claim that a problem that the U.S. schools have, that other countries do not have, is the lack of diversity in other countries. U.S. schools, and Canada as well, have much higher diversity in their schools, and high schools in the United States and Canada are much more comprehensive than in other countries.…”

Section: Teaching and Learning Mathematics Science And Technology In Taiwanmentioning

confidence: 99%

A Global Curriculum? Understanding Teaching and Learning in the United States, Taiwan, India, and Mexico

et al. 2014

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While educators recognize that teaching and learning are complex activities evolving from social and cultural contexts, pressure is mounting to be internationally competitive. This research relates a global and responsive discussion of internationalization in education through comparative analyses of current educational discourse about mathematics, science, and technology in the United States, Mexico, India, and Taiwan. Interestingly, changes in education in countries around the globe seem to be leading to a global curriculum. This research examines that phenomenon in several ways. First, we examine what has been happening in the United States. Second, we examine what has been happening in one area of Mexico. Third, we examine what has been happening in India. Fourth, we examine what has been happening in Taiwan. Fifth, we discuss what we have learned relative to the possibility of a global curriculum, specifically related to mathematics, science, and technology, and sixth, we make recommendations for teacher education. In our search for a "global" curriculum, we use an ethnographic procedure referred to as "walking around" culture, which includes participant observation, personal reflection, and cultural immersion. Four of us made several visits to the three countries: India, Mexico, and Taiwan. The findings show that, even though there is no actual global curriculum, there appears to be a de facto global curriculum. Based on that, six recommendations are provided for preparing pre-service and in-service teachers.Teachers and teacher educators in the United States are becoming more and more interested in any information connected with education in other countries. U.S. schools today are more diverse than at any other time in history (Futrell,

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Section: Teaching and Learning Mathematics Science And Technology In Taiwanmentioning

confidence: 99%

A Global Curriculum? Understanding Teaching and Learning in the United States, Taiwan, India, and Mexico

et al. 2014

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Special Education: An Integral Part of Small Schools in High Schools

Dukes¹,

Lamar-Dukes²

2006

hsj

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In this article, the authors discuss the small learning community or small high schools literature and the issues surrounding the dismantling of large high schools. Next, the authors describe inclusive education and its apparent relationship to the creation of small learning communities. The authors bridge the gap between the intent of small learning communities and secondary inclusive education. Then, the authors delineate the possible benefits of explicitly linking special education (i.e., secondary inclusive education) and small learning communities. Finally, several research implications of making a link between inclusive education and small learning communities are discussed.

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American High Schools Can Be World Class

Cited by 2 publications

References 0 publications

A Global Curriculum? Understanding Teaching and Learning in the United States, Taiwan, India, and Mexico

A Global Curriculum? Understanding Teaching and Learning in the United States, Taiwan, India, and Mexico

Special Education: An Integral Part of Small Schools in High Schools

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